4 Auditory Learning StyleYou learn best when:Information is presentedin an oral language format.Listening to lecture andparticipating in group discussions.Information is presented froman audio tape.When interacting with others in a listening/speaking exchange.

5 Visual Learning Style You learn best when: Information is presentedvisually and in a writtenlanguage format.Instructors use the blackboard,(overheard projector, power point) to list the essential points of a lecture.Information is provided in an outline to follow along during lecture.Information is obtained from textbooks and class notes.

6 Kinesthetic Learning StyleYou learn best when:You engage physically (hands on) in an activityYou are in a lab settingwhere you can manipulate materials.When you can be physically active in the learning environment.When instructors encourage in-class demonstrations or field work outside the classroom.

7 Be an Active Listener Move closer to the front Focus your attentionEvaluate what you hearTake thorough notes

8 Improve Your Reading SkillsSeize the main ideaThink about what theauthor is sayingBe active, not passiveConcentrate on what isbeing read.Remember as muchas possible.Apply what is beingread to personalexperiences.

9 When To Study Study difficult (less interesting) subjects firstBe aware of the best time of the dayUse waiting time

10 Where To Study Use a regular study area Study where you’ll be alertUse a library or study hallsAny place where there is minimal distraction

11 Textbook Note-taking Question “What is this chapter about?” ReadSQ3R Reading MethodSurvey the chapter- Introductory and summary paragraphs- Illustrations and tables- Heading and subheadingQuestion “What is this chapter about?”“What are the main points?”- Relationship to previous materialRead- Make up questions and look for the answers- Underline key words and phrases- Summarize key points in your own wordsRecite (Check whether you know it or not)Review- Refreshes memory- Ties material together- Review at periodic intervals- Make a final review before exams

12 Note-Taking In Class Do not write down every wordWrite down main ideas, content, informationWrite down notes in an outline formDevelop your own way ofabbreviatingListen for important material teacher elaborates on, then summarize it

13 Procrastination - “Putting off until tomorrow what I can do todayProcrastination - “Putting off until tomorrow what I can do today.” Ways to Combat ProcrastinationAcknowledge the problemAsk why you’re procrastinating - are you afraid of failure, for instance?Do something. Take actionReward yourself for positive changeBreak up the task into small challenges

14 practice good study skillsTEST ANXIETYBefore the test,practice good study skillsNegative Self-Talk interferes with studyingGood Note-Taking Skills are key (lecture and text)Find adequate study time and a quiet placePreparation is key – Don’t cramCheck out helpful websites with study skillsReview all the informationAsk yourself questions; Use flash cardsBefore exams, the best and most effective way to deal with test anxiety is to prepare fully and properly. Simply put, this is Study Skills.

15 Getting Ready for the TestFace the day of the exam with prideEat a sensible breakfastRelax during the hour before the examArrive early for the examAvoid “Stress-Carriers”Bring a “Stress Saver” with youUse physical relaxation techniques

17 After the Test Reward yourself! You deserve it.Evaluate your study plan – were you prepared?Were you able to control your anxiety and relax?

18 Exam Time Objective Tests: Read all instructions carefullyScan the text quickly to see how much time you need.Answer the easy questions firstPay close attention to all qualifiers (“usually,” ”none,” “always,” etc.Write neatlyRead all of the answers carefully before you choose one

19 Exam Time Essay Tests: Read through the test. Decide how muchtime you have.Note key words, such as “contrast,” “analyze”and “evaluate,” “illustrate,” “enumerate”Outline the major points you intend to cover.Use facts and specific examples to support youranswers.Proofread your essays.

20 If you can teach the material, then you know materialIf you can teach the material, then you know material. If you cannot, then you don’t

21 Comprehension ExercisesCreate or memorize an outline (e.g.: on a chapter)Utilize W questionsGenerate self-questionsSummarize in your own wordsUtilize in a scenarioRole playing

22 Example of Text to ComprehendBecause strategies for the management of overdose are continually evolving, it is advisable to contact a poison control center to determine the latest recommendations for the management of an overdose of any drug (Thomson PDR, 2006, pp. 1201).

24 Example of OutliningOutlining is a navigation tool. With it, it is difficult to get lost. It provides context to what you are reading.I. PDRA. NamendaOverdosage

25 Example of Questions One Can Ask for ComprehensionOne to two-word answers to assist in simplifying the meaning of the sentence or paragraph.1. For what purpose is this statement? Is it to present a fact, to instruct, provide an example, etc.?2. What is the main topic or issue? (think “what is it trying to address?)3. What is it advising you to do?

26 Using W questions. The answer may not be clearly spelled out in the sentence.Why is it advisable to contact a poison control center?When is advisable to contact a poison control center?What can be done when you contact a poison control center?Who is this statement for? About?Where is this taking place (or what context)?How will this help me or others?

27 Self-QuestionsCreating your own questions will help stimulate your ability to conceptualize what you are reading. The answer does not need to be in the text, and there does not necessarily need to be an answer.Examples: What is the PCC for? Are they really up to date? Do strategies change so much? How do you manage an overdose?

28 Summarizing or RephrasingSummarizing or rephrasing in your own words forces you to connect the dots.It may be helpful to personalize it

29 Rephrasing ExampleIf I encounter someone who overdosed on medication, I’d better contact the poison control center because methods of helping with this change all the time. If I solely rely on what I had learned, it may not help as much because I may not be as up to date on methods as the PCC.

30 Utilize in a ScenarioUse your imagination. Try to make it realistic or practical in your mind. Can personalize it to make it have stronger meaning for you.

31 Scenario Examples Patient overdoses at the hospitalFriend calls me up saying he overdosed on his prescription medicationI’ve accidentally overdosed on my vitamin A supplements.

32 Roleplay Teach to self in the mirrorTeach a friend. Now turn it around.Teach your pet cat.

33 Other Reading ExampleIt should be noted that efforts to cope with the impact of patient suicide or suicidal behavior can be complicated by the nature of our relationship with the patient.

35 DefinitionSelf-discipline refers to the training that one gives one's self to accomplish a certain task or to adopt a particular pattern of behavior, even though one would really rather be doing something else

37 Defining the ObjectiveMake it simpleMake it doableMake it specificMake it measureableMake it moderately difficultMake it consistent with your longer term goals

38 Objective Examples Poor: “I will study this afternoon.”Better: “I will study from 4 to 5 this afternoon.”Best: “I will study from 4 to 5, complete reading for Chapter 5, and summarize.”

39 Objective Examples I will complete Chapter 5 and summarize.I will talk to my instructor to get this question answered.I will visit the Writing Center and talk with a tutor.I will create my initial study plan and paper.

40 Behavioral Principles for MotivatingPositive Reinforcer: Anything that occurs after a behavior that leads to the behavior more likely to occur later. For self-discipline, this will often be applied in the form of a reward.

41 Positive Reinforcement (Reward) ExampleIf I finish reading this book chapter, I will treat myself out to a movie I have been thinking about seeing.

43 Rewards Caveat Make sure you reward is not self-destructive in natureExamples:Going out to drink when you have an alcohol abuse problemUsing food as a reward when you have an eating disorder or weight concernsAllowing yourself to spend a gazillion dollars when you have difficulties balancing a check book

44 Ideal Rewards NOT something you normally give yourselfNOT important self-careSpecificOccurs soon after your objective is achieved (e.g.: within an hour, or that evening)Does not interfere with your goals (i.e.: will not distract from your ability to study later)

45 Dispensing RewardsKeep it consistent. Always link the reward to completion of the objective.May be helpful to write out a “contract” to yourself and signKeep track of objective successes. Can create a “mega-reward” after so many successes, or replace daily rewards with weekly ones when you get good at it.

46 PunishmentPunishment: Any event that occurs following a behavior that results in the behavior less likely to occur again. It is usually thought of as being aversive.

47 Punishment ExampleYou spoke on the phone instead of reviewed your book chapter during study time. So you start criticizing yourself and hit the wall.

48 Problems with PunishmentMore likely to involve self-destructive or non-healthy behaviorsEasier to find ways around itDifficult to keep tied to original objective. Tends to generalize and create new unwanted behaviors.

49 Don’t beat yourself up over it!Bottom LineAVOID self-punishment and USE self-reinforcers.i.e.:Don’t beat yourself up over it!Try again, rework the objectives if you have to, and then reward yourself later when you finally achieve it.